t-table for 40=2.021
60 =
2.00
99 .
1 969
. 1
021 .
20 2
021 .
021 .
2 60
40 42
40 00
. 2
021 .
2 021
. 2
= −
= −
− −
= −
− −
= −
−
t t
t t
The t-table was 1.99. The obtained t-value was 4.06 so the t-value was higher than the critical value on the table 4.06 1.99.
From the result, it could be concluded that the difference was statistically significant. Therefore, based on the computation there was significant difference
between teaching English direction after and before using Total Physical Response. The teaching process by using Total Physical Response was more
effective than before using Total Physical Response. It could be seen by the result of the test where the students’ score was higher after giving the treatment.
4.4 Grades of Achievement
The objective of this study was to find out the significant effect that the students’ achieved after they were taught using Total Physical Response. Below
was the list of the level of the mastery that showed the percentage of the correct answers and grade for the subject sample.
Table 4.4 The table of the Levels of Achievement Percentage
Grade Level of Achievement
80 – 100 A
Very good 66 – 79
B Good
56 – 65 C
Sufficient 40 – 55
D Insufficient
≤ 39 E
Fail Bloom, 1981:105-106
Frequency was the number of the students in the one grade. The number of the students in the one grade was put into percentage. To show the achievement of
the scores obtained by the students, distribution of the scores was described in frequency and percentage for both pre-test and post-test. The following was the
students’ achievement of the group.
Table 4.5 Students’ Achievement of the Group Frequency Percentage
Grade Pre-test Post-test Pre-test Post-test
A 80 – 100 5
26 12
60 B 66 – 79
13 9
30 21
C 56 – 65 15
6 35
14 D 40 – 55
10 2
23 5
E ≤ 39
The result of vocabulary for pre-test and post-test were reported here in the form of polygon. The vertical line showed the frequency of the students. The
horizontal line showed the grade of achievement of the scores obtained by the students.
There were three polygons describing the research findings. The first polygon described the result of the pre-test, the second one showed the result of
the post-test, and the last polygon showed the results of both pre-test and post-test.
Figure 4.1 Relative Frequency Polygon of the Pre-test Relative Frequency Polygon of the Pre-test
2 4
6 8
10 12
14 16
A 80 – 100 B 66 – 79
C 56 – 65 D 40 – 55
E ? 39
Students Grade
Pre-test
Frequency
This polygon showed the result of pre-test achieved by the group. There were 5 students got the highest score in the level of very good achievement, 13
students were in the good grade, 15 students were in the sufficient grade, 10 students were in the sufficient grade and no one was in the failed grade.
Figure 4.2 Relative Frequency Polygon of the Post-test Relative Frequency Polygon of the Post-test
5 10
15 20
25 30
A 80 – 100 B 66 – 79
C 56 – 65 D 40 – 55
E ? 39
Students Grade Frequency
Post-test
The polygon showed the achievement in doing the post-test. There were 26 students who got the score in the level of very good grade, 9 students were in
the good grade, 6 students were in the sufficient grade, 2 students were in the insufficient grade, and no one was in the failed grade.
Figure 4.3 Relative Frequency Polygons of the Pre-test and the Post-test
Relative Frequency Polygon of the Result of pre- test and post-test
5 10
15 20
25 30
A 80 – 100
B 66 – 79 C 56 – 65 D 40 – 55 E
≤ 39
Students Grade Fr
e que
nc y
Pre-test Post-test
This polygon showed the result of both pre-test and post-test. The polygon showed difference between pre-test and post-test. Based on the polygon
above, the writer concludes that the use of total physical response is effective to teach English direction to the fifth graders of elementary school.
4.5 Questionnaire
